Relevant bibliographies by topics / Signing deaf

Academic literature on the topic 'Signing deaf'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Signing deaf"

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Padden, Carol, and Claire Ramsey. "Reading Ability in Signing Deaf Children." Topics in Language Disorders 18, no. 4 (August 1998): 30–46. http://dx.doi.org/10.1097/00011363-199808000-00005.

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Padden, Carol, and Claire Ramsey. "Reading Ability in Signing Deaf Children." Topics in Language Disorders 18, no. 4 (August 1998): 30–46. http://dx.doi.org/10.1097/00011363-199818040-00005.

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Crume, Peter K., Amy Lederberg, and Brenda Schick. "Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children." Journal of Deaf Studies and Deaf Education 26, no. 1 (November 19, 2020): 159–69. http://dx.doi.org/10.1093/deafed/enaa033.

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Abstract Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful bridge to reading English. In the present study, we tested 32 deaf children between third and sixth grade to assess their capacity to use ASL or English-like signing in nine different languages and reading tasks. Our results found that there was no significant difference in the deaf children’s ability to comprehend narratives in ASL compared to when they are told in English-like signing. Additionally, language abilities in ASL and English-like signing were strongly related to each other and to reading. Reading was also strongly related to fingerspelling. Our results suggest that there may be a role in literacy instruction for English-like signing as a supplement to ASL in deaf bilingual schools.
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Isenberg, Gail L., and William J. Matthews. "Hypnosis with Signing Deaf and Hearing Subjects." American Journal of Clinical Hypnosis 38, no. 1 (July 1995): 27–38. http://dx.doi.org/10.1080/00029157.1995.10403175.

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Maxwell, Madeline M. "A Signing Deaf Child’s Use of Speech." Sign Language Studies 1062, no. 1 (1989): 23–42. http://dx.doi.org/10.1353/sls.1989.0024.

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O'Neill, Rachel, Audrey Cameron, Eileen Burns, and Gary Quinn. "Exploring alternative assessments for signing deaf candidates." Psychology in the Schools 57, no. 3 (November 15, 2019): 344–61. http://dx.doi.org/10.1002/pits.22326.

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Andin, Josefine, Åsa Elwér, and Elina Mäki‐Torkko. "Arithmetic in the adult deaf signing brain." Journal of Neuroscience Research 98, no. 4 (December 5, 2019): 643–54. http://dx.doi.org/10.1002/jnr.24569.

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Holcomb, Leala. "Writing Development and Translanguaging in Signing Bilingual Deaf Children of Deaf Parents." Languages 8, no. 1 (January 20, 2023): 37. http://dx.doi.org/10.3390/languages8010037.

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Translanguaging allows for a holistic lens on the natural language practices of multilinguals and the strategies they use to communicate and to make meaning, such as writing. Multilinguals have a single, integrated linguistic repertoire and reasoning in which all languages are naturally activated in the brain throughout the writing process. Some deaf children are raised in environments where signed language is first acquired and then used to support the development of a written language. The current literature on translanguaging is scant in capturing signing bilingual deaf writers’ translanguaging practices. This study took a closer look at the written texts produced by three deaf siblings within an American Sign Language/English bilingual deaf family across the course of their childhood between three and ten years old. Their applications of linguistic features in writing over time were qualitatively identified, described, and analyzed. This study’s findings provided rich descriptions and examples of the ways signing bilingual deaf children leverage their whole linguistic repertoire to express ideas in print. Because translanguaging practices were modeled at home and school during natural interactions and direct instruction, these siblings’ language and writing skills continued to flourish over time.
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Clark, Heather D. "Signing and Signifyin': Negotiating Deaf and African American Identities." Ethnic Studies Review 30, no. 1 (January 1, 2007): 115–24. http://dx.doi.org/10.1525/esr.2007.30.1.115.

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For individuals who are both African American and Deaf finding a place to belong is a process of navigating their many cultural identities. In this paper I explore the following questions: where do individuals who are African American and Deaf find and make community? To which communities do they perceive they belong? Is their primary identity African American, Deaf or something else? Does belonging to one community negate membership in another? Does the presence of African American Deaf individuals have an impact on either community or are they forced to create an entirely new one for themselves?
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Snoddon, Kristin. "Review of "Innovations in Deaf Studies: The Role of Deaf Scholars"." Canadian Journal of Disability Studies 7, no. 3 (November 26, 2018): 151–56. http://dx.doi.org/10.15353/cjds.v7i3.455.

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I am one of a handful of signing deaf tenure-track or tenured professors in Canada. To my knowledge, I am also the only one who teaches a stand-alone university course in Deaf Studies that is not part of a sign language interpreter or teacher of the deaf training program. As such, I was delighted to read Innovations in Deaf Studies: The Role of Deaf Scholars edited by Annelies Kusters, Maartje De Meulder, and Dai O’ Brien. In this work I find many of my scholarly experiences and concerns reflected on an international scale.
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Dissertations / Theses on the topic "Signing deaf"

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Cripps, Jody Herbert. "A Case Study on Reading Processes of Signing Deaf Children." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195572.

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Given the well-known reading difficulties of deaf students, a program has been developed to bypass the sound barrier for reading development (i.e., speech-based reading skills and spoken language knowledge; Supalla & Blackburn, 2003). The gap between American Sign Language (ASL) and written English is wide and must be closed according to the linguistic accessibility framework. Reading instruction subject to investigation is based on the use of special tools along with instructional procedures designed to facilitate the transition from ASL (L1) to written English (L2; Supalla, Wix, & McKee, 2001). A two-week tutorial case study was undertaken with two deaf elementary-aged students. This study is based on a mixed methods design that includes quantitative and qualitative data. The first type of data subject to analysis was collected both through the students' work in decoding signs written in an ASL alphabet and in their reading aloud activities with gloss text. The deaf students' performances are examined through the use of Dynamic Indicators of Basic Early Literacy Skills and running records. The students' change in performance over time reveals that they made progress through the Curriculum-Based Assessment and post-tutorial assessment. The second type of data collected through videotaping classroom discourse (using ASL for teaching reading), was subject to analysis to capture the students' reading behaviors. The description of the tutorial sessions indicates that the two students are able to learn how to read through a scaffolded procedure. The guided reading activities led by the tutor provide rich insights on how the students' signed language knowledge is connected to print and with English. The relationship of what is learned in the classroom and the performance with the measures are found to be positive. The ramifications of these findings include a consideration for how regular education operates as well as the education of other children who experience reading difficulties.
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Holzrichter, Amanda Sue. "A crosslinguistic study of child-directed signing : American Sign Language and sign language of Spain /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Sharma, S. D. "Handedness and cerebral lateralisation : looking at signing, fingerspelling and gesture skills in deaf signers and signers with stroke in British Sign Language (BSL)." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1419716/.

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Sign languages offer a unique perspective for understanding the relation between handedness and cerebral lateralisation for language, since in sign language the hands themselves are the articulators. Signers display evidence of hand dominance while signing and fingerspelling. In one-handed signs and one-handed fingerspelling, the dominant hand is predominantly used. In two-handed signs and two-handed fingerspelling, the dominant hand is the active articulator with the non-dominant hand acting as the base. Past studies of handedness in the deaf population have reported a lower prevalence of right-handedness than in the population generally. These studies however have investigated mostly non-linguistic and non-communicative tasks such as throwing a ball, using a hammer etc. The present study looks at handedness patterns for linguistic and communicative tasks such as signing and fingerspelling, and non-linguistic communicative use of the hands such as gesture. The main research questions are: What is the handedness distribution for signing and fingerspelling within the BSL using population? Is this distribution similar to that of the hearing population? What are the handedness patterns for linguistic and non-linguistic tasks within right and left-handed signers? How are these patterns affected, if at all, under experimental conditions? What is the effect on handedness in relation to linguistic and motoric impairments caused by stroke in Deaf people? The study is in three parts: the first provides handedness statistics drawn from observation and reported signing hand preference in Deaf users of British Sign Language (BSL) as well as for tool use. A new questionnaire suitable for use with signers (the BSL Handedness Screen) was developed. In contrast to previous studies, this study did not find a higher prevalence of non-right handedness in the signing population. Parts 2 and 3 explore dominance switching in an experimental study by impeding or preventing use of the dominant or non-dominant hand (Part 2), and comparing errors and compensatory mechanisms with those found in RH and LH signers following stroke (Part 3). Differences between signing, fingerspelling and gesture are found in dominance switching. Possible motoric and linguistic explanations are explored and implications for therapy are also discussed. The hand as linguistic articulator offers a route to addressing questions about the interplay of linguistic and motoric skills and underpinning neural mechanisms.
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Mueller, Vannesa Theresa. "The effects of a fluent signing narrator in the Iowa E-Book on deaf children's acquisition of vocabulary, book related concepts, and enhancement of parent-child lap-reading interactions." Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/40.

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Early lap-reading experiences have been shown to benefit normally hearing children. Within this lap-reading context, children are exposed to more diverse vocabulary, complex syntactic structures, story grammar constructs, and higher level thinking skills such as inferencing, predicting, and evaluating. There is also evidence that children with hearing impairment benefit from lap-reading experiences, but with more modest effects. It has been hypothesized that greater effects have not been documented due to the fact that many hearing parents may be uncomfortable or may lack adequate skills to teach their deaf children literacy skills in sign and print as do deaf parents by reading and sharing stories from books with their deaf children (Marschark & Harris, 1996). In addition, the reading skills of deaf children have historically been, and continue to be lower than those of normally hearing children. It is hypothesized by this researcher that a factor which contributes to the reading difficulties seen in the majority of deaf children is a lack of linguistic and literacy exposure and practice that comes from early lap-reading experiences with an adult, who is competent in the language of the child. The Gallaudet Shared Reading Project represents an attempted intervention that has had some success; though there are inherent limitations to the program. An experimental approach that uses the Iowa E-Book seeks to make up for the limitations of the Shared Reading Project. This study involves the use of four mother-child dyads in a single subject design study that seeks to answer two research questions. The first involves testing the effects of including a signing narrator in the Iowa E-Book on the development of deaf children's knowledge of sign vocabulary and book related concepts. The second involves assessing changes in the parent-child interactions that occur while using the Iowa E-Book with and without sign support.
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Joseph, Lavanithum. "The impact of using graphic representations of signs in teaching signs to hearing mothers of deaf children." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06042009-152153.

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Gaber, Tarek. "Support consumers' rights in DRM : a secure and fair solution to digital license reselling over the Internet." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/support-consumers-rights-in-drm-a-secure-and-fair-solution-to-digital-license-reselling-over-the-internet(6b653587-36d3-4074-8578-5eaacdb68004).html.

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Consumers of digital contents are empowered with numerous technologies allowing them to produce perfect copies of these contents and distribute them around the world with little or no cost. To prevent illegal copying and distribution, a technology called Digital Rights Management (DRM) is developed. With this technology, consumers are allowed to access digital contents only if they have purchased the corresponding licenses from license issuers. The problem, however, is that those consumers are not allowed to resell their own licenses- a restriction that goes against the first-sale doctrine. Enabling a consumer to buy a digital license directly from another consumer and allowing the two consumers to fairly exchange the license for a payment are still an open issue in DRM research area. This thesis investigates existing security solutions for achieving digital license reselling and analyses their strengths and weaknesses. The thesis then proposes a novel Reselling Deal Signing (RDS) protocol to achieve fairness in a license reselling. The idea of the protocol is to integrate the features of the concurrent signature scheme with functionalities of a License Issuer (LI). The security properties of this protocol is informally analysed and then formally verified using ATL logic and the model checker MOCHA. To assess its performance, a prototype of the RDS protocol has been developed and a comparison with related protocols has been conducted. The thesis also introduces two novel digital tokens a Reselling Permission (RP) token and a Multiple Reselling Permission (MRP) token. The RP and MRP tokens are used to show whether a given license is single and multiple resalable, respectively. Moreover, the thesis proposes two novel methods supporting fair and secure digital license reselling. The first method is the Reselling Deal (RD) method which allows a license to be resold once. This method makes use of the existing distribution infrastructure, RP, License Revocation List (LRL), and three protocols: RDS protocol RD Activation (RDA) protocol, and RD Completion (RDC) protocol. The second method is a Multiple License Reselling (MLR) method enabling one license to be resold N times by N consumers. The thesis presents two variants of the MLR method: RRP-MR (Repeated RP-based Multi-Reselling) and HC-MR (Hash Chain-based Multi-Reselling). The RRP-MR method is designed such that a buyer can choose to either continue or stop a multi-reselling of a license. Like the RD method, the RRP-MR method makes use of RP, LI, LRL, and the RDS, RDA, and RDC protocols to achieve fair and secure reselling. The HC-MR method allows multiple resellings while keeping the overhead on LI at a minimum level and enable a buyer to check how many times a license can be further resold. To do so, the HC-MR utilises MRP and the hash chain cryptographic primitive along with LRL, LI and the RDS, RDA and RDC protocols. The analysis and the evaluation of these three methods have been conducted. While supporting the license reselling, the two methods are designed to prevent a reseller from (1) continuing using a resold license, (2) reselling a non-resalable license, and (3) reselling one license a unauthorised number of times. In addition, they enable content owners of resold contents to trace a buyer who has violated any of the usage rights of a license bought from a reseller. Moreover, the methods enable a buyer to verify whether a license he is about to buy is legitimate for re-sale. Furthermore, the two methods support market power where a reseller can maximise his profit and a buyer can minimise his cost in a reselling process. In comparison with related works, our solution does not make use of any trusted hardware device, thus it is more cost-effective, while satisfying the interests of both resellers and buyers, and protecting the content owner's rights.
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Chow, Denise Lynn. "The reading experience through deaf eyes : a case study of signing deaf high school students." Thesis, 2003. http://hdl.handle.net/2429/14578.

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A qualitative case study explored the reading experiences of two Deaf high school students from a sociocultural perspective that recognizes Deaf readers as part of a language and cultural minority. Consistent with a sociocultural perspective, these case studies described the participants' cultural, language and school background followed by details about their reading experiences in the context of a School for the Deaf, the Deaf culture and community as well as their home and larger community. Volunteer participants had a Deaf cultural identity and participated in social activities within the Deaf community, communicated in American Sign Language (ASL) and read at a Grade 3 reading level, or above (results from the Stanford Achievement Test, Ninth Edition). Multiple sources of data (i.e., videotaped structured interviews, questionnaires, Informal Reading Inventories, cued-recall interviews, informal conversations with students, teachers and parents, and document review) recorded how they approached reading tasks through observations of reading episodes at home, school and in the community. Overall, case study findings provided important information regarding ASL signing Deaf readers' opinions about the value or purposes of reading while living within the Deaf and Hearing worlds. Participants valued reading and used reading and writing to interface Deaf and Hearing cultures. Converging evidence revealed how participants used both ASL and English as tools for building comprehension and decoding while reading. Contrary to the literature, findings reflected how these two Deaf high school students were active, strategic readers.
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Prusznowski, Leah. "An exploration of the use of reading strategies by deaf signing students in an intermediate total communication classroom /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19656.

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Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 98-102). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19656
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Shield, Aaron Michael. "The signing of deaf children with autism : lexical phonology and perspective-taking in the visual-spatial modality." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1048.

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This dissertation represents the first systematic study of the sign language of deaf children with autism. The signing of such children is of particular interest because of the unique ways that some of the known impairments of autism are likely to interact with sign language. In particular, the visual-spatial modality of sign requires signers to understand the visual perspectives of others, a skill which may require theory of mind, which is thought to be delayed in autism (Baron-Cohen et al., 1985). It is hypothesized that an impairment in visual perspective-taking could lead to phonological errors in American Sign Language (ASL), specifically in the parameters of palm orientation, movement, and location. Twenty-five deaf children and adolescents with autism (10 deaf-of-deaf and 15 deaf-of-hearing) between the ages of 4;7 and 20;3 as well as a control group of 13 typically-developing deaf-of-deaf children between the ages of 2;7 and 6;9 were observed in a series of studies, including naturalistic observation, lexical elicitation, fingerspelling, imitation of nonsense gestures, two visual perspective-taking tasks, and a novel sign learning task. The imitation task was also performed on a control group of 24 hearing, non-signing college students. Finally, four deaf mothers of deaf autistic children were interviewed about their children’s signing. Results showed that young deaf-of-deaf autistic children under the age of 10 are prone to making phonological errors involving the palm orientation parameter, substituting an inward palm for an outward palm and vice versa. There is very little evidence that such errors occur in the typical acquisition of ASL or any other sign language. These results indicate that deaf children with autism are impaired from an early age in a cognitive mechanism involved in the acquisition of sign language phonology, though it remains unclear which mechanism(s) might be responsible. This research demonstrates the importance of sign language research for a more complete understanding of autism, as well as the need for research into atypical populations for a better understanding of sign language linguistics.
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Mueller, Vanessa Theresa. "The effects of a fluent signing narrator in the Iowa E-Book on deaf children's acquisition of vocabulary, book related concepts, and enhancement of parent-child lap-reading interactions." 2008. http://ir.uiowa.edu/etd/40.

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Books on the topic "Signing deaf"

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Costello, Elaine. Say it by signing. New York: Crown Video, 1985.

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Riekehof, Lottie L. The joy of signing. Arlington, Va: Joy Enterprises, Inc., 1987.

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Costello, Elaine. Say it by signing. New York: Living Language, 2000.

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Costello, Elaine. Religious signing. Toronto: Bantam Books, 1986.

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Religious signing. New York: Bantam Books, 1986.

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Signing at school. Eugene, Or. (100 Hillview Lane #2): Garlic Press, 1992.

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Ken, Mikos, Smith Cheri, Paul Frank Allen, and Setzer Paul M, eds. Signing naturally. San Diego, CA: Dawn Sign Press, 1992.

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Gustason, Gerilee. Signing exact English. Los Alamitos, CA: Modern Signs Press, 1993.

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Luczak, Saulnier Karen, and Miller Ralph R, eds. Signing: Signed English : a basic guide. New York: Crown, 1986.

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Hillebrand, Linda Lascelle. The joy of signing puzzle book. 2nd ed. Springfield, Mo: Gospel Pub. House, 1989.

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Book chapters on the topic "Signing deaf"

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Kennedy, Emmet. "International Signing during the Restoration." In Abbé Sicard’s Deaf Education, 101–29. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137512864_5.

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Adamo-Villani, Nicoletta, and Saikiran Anasingaraju. "Holographic Signing Avatars for Deaf Education." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 54–61. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49625-2_7.

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Napier, Jemina. "Signing Deaf Communities and Language Brokering." In Sign Language Brokering in Deaf-Hearing Families, 1–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67140-2_1.

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Kennaway, Richard. "Synthetic Animation of Deaf Signing Gestures." In Gesture and Sign Language in Human-Computer Interaction, 146–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47873-6_15.

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Branson, Jan, and Don Miller. "Research Methods for Studying the Language of the Signing Deaf." In Encyclopedia of Language and Education, 175–84. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4535-0_17.

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Dudson, Gail. "Singing and signing with Deaf and hearing impaired young people." In Sound Teaching, 101–10. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003108382-14.

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Ponsard, Christophe, Joelle Sutera, and Michael Henin. "Video Relay Service for Signing Deaf - Lessons Learnt from a Pilot Study." In HCI and Usability for e-Inclusion, 511–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-10308-7_38.

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Lundin, Henrik F., and Patrik Westin. "Sending the Right Signals: How to Deal with the Lack of Signaling with RTP/RTCP for H.264 SVC." In Mobile Multimedia Communications, 595–606. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35155-6_48.

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"Adventures in Signing." In Deaf in Delhi, 156–59. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rcng03.31.

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Herbert, Lisa. "Deaf, Signing, and Oral:." In ACCESS, 122–39. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rh28zq.10.

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Conference papers on the topic "Signing deaf"

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Bangham, J. A. "Signing for the deaf using virtual humans." In IEE Seminar on Speech and Language Processing for Disabled and Elderly People. IEE, 2000. http://dx.doi.org/10.1049/ic:20000134.

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Barral, Julia, Sandra Rodrigues-Mascarenhas, and Vivian Rumjanek. "SIGNING SCIENCE – INTRODUCING DEAF STUDENTS TO LABORATORY PRACTICE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0671.

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"Virtual Avatars Signing in Real Time for Deaf Students." In International Conference on Computer Graphics Theory and Applications. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004293102610266.

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Liew, Alison Shu Lien, and Khai Yin Lim. "Gesture Recognition-Malaysian Sign Language Recognition with Convolutional Neural Network." In International Conference on Digital Transformation and Applications (ICDXA 2020). Tunku Abdul Rahman University College, 2020. http://dx.doi.org/10.56453/icdxa.2020.1010.

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Sign language is a communication medium for the deaf and vocally impaired. However, this language is not practised in public due to the deaf community being a minority and it takes time to learn and skilled manpower to assist the deaf in public interaction. Thus, this study aims to produce a Malaysian Sign Language Recognition (MSLR) application to recognise MSL alphabets to help normal people communicate with the deaf. The proposed work involves a few stages that consist of background subtraction to detect the moving hand, skin segmentation based on skin tones using YCbCr (Luminance, Chrominance) colour space for robustness in illumination and a 2D Convolutional Neural Network (CNN) model for feature extraction and classification of 24 alphabets. As MSL alphabets are similar to American Sign Language (ASL) alphabets, the ASL FingerSpelling Dataset from the University of Surrey’s Center for Vision, Speech and Signal Processing is used for model training and testing. Evaluation criteria include micro averages in Precision, Recall and F1-Score. The test accuracy is 79.54% with misclassifications on letters such as ‘E’ and ‘Q’ due to the signing orientation and similarity in finger articulation. Keywords: 2D CNN, Computer Vision, Fingerspelling, Machine Learning, Malaysian Sign Language Recognition
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Bai, Zhen, Elizabeth Codick, Ashely Tenesaca, Wanyin Hu, Xiurong Yu, Peirong Hao, Chigusa Kurumada, and Wyatte Hall. "Signing-on-the-Fly: Technology Preferences to Reduce Communication Gap between Hearing Parents and Deaf Children." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3529741.

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Ghoul, Oussama El, and Achraf Othman. "Virtual reality for educating Sign Language using signing avatar: The future of creative learning for deaf students." In 2022 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2022. http://dx.doi.org/10.1109/educon52537.2022.9766692.

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Kim, Yeon Soo, Sunok Lee, and Sangsu Lee. "A Participatory Design Approach to Explore Design Directions for Enhancing Videoconferencing Experience for Non-signing Deaf and Hard of Hearing Users." In ASSETS '22: The 24th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3517428.3550375.

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Nie, Jintao, Yijun Zhao, Bing Yao, Zheng Xu, jiayan Chen, Changchao Yu, Preben Hansen, et al. "SignFind: A Synchronized Sign Language and Chinese Character Teaching Game for Chinese Deaf Children Using Gesture Recognition." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3519697.

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Montoni, Fabio, Ronaldo N. de Sousa, Marcelo B. L. Junior, Cristiano G. S. Campos, Vivian M. Constantino, Willian Wang, Cássia S. Sanctos, Hugo A. Armelin, and Marcelo S. Reis. "Integration of Sabio-RK to the Reactome Graph Database for Efficient Gathering of Cell Signaling Pathways." In Brazilian e-Science Workshop. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/bresci.2022.222789.

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Over the years, several tools have been developed with the aim of recreating signaling pathways, allowing the in silico representation of a biological system to be glimpsed from afar, which would improve disease studies. However, despite all the progress, much information needed to create a reliable model is diffused in public repositories with different objectives (e.g., Sabio-RK, which stores kinetic constants, and Reactome, a database for biochemical reactions) and the computational cost for simulating large sections of pathways in an exponential universe of possibilities can be challenging. As an alternative to deal with complex and heavy data, graph databases have been increasingly used to represent biological models. Here, we present a way to combine the stored quantitative information from Sabio-RK into the Reactome Graph Database, while keeping the graph-based structure of the latter. To assess the proposed integration, we implemented it using Python and subsequently verified its correctness through cypher queries. We expect that such integrated database would be a useful tool for cell signaling pathways studies, especially in the designing of computational models of those pathways.
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Barbee, Kenneth A., Gulyeter Serbest, and Joel Horwitz. "Membrane Integrity as a Therapeutic Target in Neural Cell Injury." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61566.

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The importance of cell membrane integrity for normal cell function and indeed survival is well established, yet the role of membrane disruption in cellular pathology is seldom considered except as a prelude to, or indication of, cell death. However, evidence from diverse fields strongly implicates membrane disruption as a key precipitating event in the pathological responses to various stimuli. Dynamic mechanical loading of neural cells produces an acute disruption of the plasma membrane as indicated by a rapid and transient release of LDH from the cytoplasm of injured cells. In this report, we show that this cellular level injury is not immediately fatal, but rather gives rise to a cascade of signaling events that lead to cell death in the long term. In our model, over 50% of the cells were dead at 24 hours post injury, the majority of which were apoptotic as assessed by the TUNEL assay using flow cytometry. Though many of the signaling pathways involved in this response to injury have been studied, the link between the initial membrane damage and the subsequent signaling is poorly understood. We report for the first time that treating injured neurons with an agent that promotes resealing of membrane pores can rescue the cells from both necrotic cell death and apoptosis at 24 hours post injury. Treatment with the nonionic surfactant, poloxamer 188 (P188), at 15 minutes post injury restored cell viability at 24 hours to control values. The role of the pro-apoptosis MAP kinase, p38, in cell death following injury was investigated using Western blot analysis. Activation of p38 was increased over 2-fold at 15 minutes post injury. P188 treatment at 10 minutes inhibited p38 activation. However, treatment with a specific inhibitor of p38 activation produced only a partial reduction in apoptosis and had no effect on necrotic cell death. These data suggest multiple signaling pathways are involved in the long term response of neurons to mechanical injury. Furthermore, the putative mechanism of action of P188 to promote membrane resealing suggests that the acute membrane damage due to trauma is a critical precipitating event lying upstream of the many signaling cascades that contribute to the subsequent pathology.
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Reports on the topic "Signing deaf"

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Mateo-Berganza Díaz, María Mercedes, JungKyu Rhys Lim, Isabel Cardenas-Navia, and Karen Elzey. A World of Transformation: Moving from Degrees to Skills-Based Alternative Credentials. Inter-American Development Bank, June 2022. http://dx.doi.org/10.18235/0004299.

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Postsecondary education is undergoing a period of profound change. One of the most significant changes is the emergence of skills-based, non-degree, alternative credentials as both complements and alternatives to traditional degrees. Several factors have combined to favor these shorter, less expensive, and more versatile ways to gain knowledge and skills for work. The factors include the rigidity and high cost of traditional degrees; the fact that traditional institutions are failing to equip many graduates with the skills they need; and the need to rapidly upskill and reskill workers to meet the increasingly complex demands of modern economies. This report summarizes evidence suggesting a decrease in the value of degrees as a signaling mechanism in the labor market. It also identifies the benefits of alternative, non-degree credentials and makes recommendations on ways to increase their value and acceptance in the market. It remains to be seen whether non-degree alternative credentials are a short-term strategy to close the skills gaps and deal with the transition to adaptive and qualified labor, or a permanent strategy of human capital development.
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Horwitz, Benjamin, and Barbara Gillian Turgeon. Secondary Metabolites, Stress, and Signaling: Roles and Regulation of Peptides Produced by Non-ribosomal Peptide Synthetases. United States Department of Agriculture, 2005. http://dx.doi.org/10.32747/2005.7696522.bard.

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Fungal pathogens of plants produce a diverse array of small molecules. Often referred to as secondary metabolites because they were thought to be dispensable for basic functions, they may indeed have central roles as signals for the fungal cell, and in interactions with the host. We have identified more than a dozen genes encoding nonribosomal peptide synthetases (NPS) in Cochliobolusheterostrophus, the agent of southern corn leaf blight. The aim of this project was to identify roles of these genes in stress responses and signaling. The first objective was to test a complete collection of C. heterostrophus nonribosomal peptide synthetase (NRPS)-encoding gene deletion mutant and wildtype (WT) strains for sensitivity to various agents of oxidative (ROS) and nitrosative (RNOS) stress, in vitro. The second objective and next step in this part of the project was to study the relevance of sensitivity to ROS and RNOS in the host pathogen interaction, by measuring the production of ROS and RNOS in planta, when plants are inoculated with wild type and mutant strains. A third objective was to study expression of any genes shown to be involved in sensitivity to ROS or RNOS, in vitro and in planta. Another objective was to determine if any of the genes involved in oxidative or nitrosative stress responses are regulated by components of signal transduction pathways (STP) that we have identified and to determine where mechanisms overlap. Study of the collection of nps mutants identified phenotypes relevant for virulence, development and oxidative stress resistance for two of the genes, NPS2 and NPS6. Mutants in genes related to RNOS stress have no virulence phenotypes, while some of those related to ROS stress have reduced virulence as well as developmental phenotypes, so we focused primarily on ROS stress pathways. Furthermore, the identification of NPS2 and NPS6 as encoding for NRPS responsible for siderophore biosynthesis lent a new focus to the project, regulation by Fe. We have not yet developed good methods to image ROS in planta and work in this direction is continuing. We found that NPS6 expression is repressed by Fe, responding over the physiological Fe concentration range. Studying our collection of mutants, we found that conserved MAPK and G protein signal transduction pathways are dispensable for Fe regulation of NPS6, and initiated work to identify other pathways. The transcription factor SreA is one candidate, and is responsible for part, but not all, of the control of NPS6 expression. The results of this project show that the pathogen contends with oxidative stress through several signaling pathways. Loss of the siderophore produced by Nps6 makes the fungus sensitive to oxidative stress, and decreases virulence, suggesting a central role of the ability to sequester and take up extracellular iron in the host-pathogen interaction. Siderophores, and manipulation of Fe levels, could be targets for new strategies to deal with fungal pathogens of maize and other plants.
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Horwitz, Benjamin, and Nicole M. Donofrio. Identifying unique and overlapping roles of reactive oxygen species in rice blast and Southern corn leaf blight. United States Department of Agriculture, January 2017. http://dx.doi.org/10.32747/2017.7604290.bard.

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Plants and their fungal pathogens both produce reactive oxygen species (ROS). CytotoxicROS act both as stressors and signals in the plant-fungal interaction. In biotrophs, a compatible interaction generates little ROS, but is followed by disease. An incompatible interaction results in a strong oxidative burst by the host, limiting infection. Necrotrophs, in contrast, thrive on dead and dying cells in an oxidant-rich local environment. Rice blast, Magnaportheoryzae, a hemibiotroph, occurs worldwide on rice and related hosts and can decimate enough rice each year to feed sixty million people. Cochliobolusheterostrophus, a necrotroph, causes Southern corn leaf blight (SLB), responsible for a major epidemic in the 1970s. The objectives of our study of ROS signaling and response in these two cereal pathogens were: Confocal imaging of ROS production using genetically encoded redox sensor in two pathosystems over time. Forward genetic screening of HyPer sensor lines in two pathosystems for fungal genes involved in altered ROSphenotypes. RNA-seq for discovery of genes involved in ROS-related stress and signaling in two pathosystems. Revisions to the research plan: Library construction in SLB was limited by low transformation efficiency, compounded by a protoplasting enzyme being unavailable during most of year 3. Thus Objective 2 for SLB re-focused to construction of sensor lines carrying deletion mutations in known or candidate genes involved in ROS response. Imaging on rice proved extremely challenging, so mutant screening and imaging were done with a barley-infecting line, already from the first year. In this project, ROS imaging at unprecedented time and spatial resolution was achieved, using genetically-encoded ratio sensors in both pathogens. This technology is currently in use for a large library of rice blast mutants in the ROS sensor background, and Southern corn leaf blight mutants in final stages of construction. The imaging methods developed here to follow the redox state of plant pathogens in the host tissue should be applicable to fungal pathogens in general. Upon completion of mutant construction for SCLB we hope to achieve our goal of comparison between intracellular ROS status and response in hemibiotroph and necrotroph cereal pathogens.
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Mental Health in Deaf Children. ACAMH, May 2020. http://dx.doi.org/10.13056/acamh.11888.

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The most recent study of mental health in deaf children in England showed that 26% in a sample of 144 signing deaf children and young people not currently accessing child mental health services had a probable mental health problem and 57% had a possible mental health problem.
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